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Education Theory Reading Group

Education Theory Reading Group

Education Theory Reading Group

The aim of this group is to provide a platform for discussion centred around issues in education theory.  It meets about 3 times a term to discuss specific readings of interest to the group 

Group membership

The group is coordinated by a core group of staff based at Exeter.  If you are interested in joining the network please contact either of the co-convenors, Professor Vivienne Baumfield or Professor Brahm Norwich.

Core members


There have been 6 meetings this academic year from Oct 2018 to March 2019

Summer term meetings are on 8 May, 4 June and 9 July 1-2pm (please check dates with B Norwich)

See also all events in the Graduate School of Education. 


Here are some of the readings that group members have discussed:

Education and Theory Reading Network


Mona Gleason (2018) Metaphor, materiality, and method: the central role of embodiment in the history of education, Paedagogica Historica, 54:1-2, 4-19, DOI: 10.1080/00309230.2017.1355328

Eva Bendix Petersen (2018) ‘Data found us’: A critique of some new materialist tropes in educational research, Research in Education101(1) 5–16

Rosi Braidotti, R. (2018) A Theoretical Framework for the Critical Posthumanities. Theory, Culture & Society, 0(0) 1–31

Martyn Hammersley (2018) What is ethnography? Can it survive? Should it?, Ethnography and Education, 13:1, 1-17, DOI: 10.1080/17457823.2017.1298458

Robert Plomin (2018) Blueprint: how DNA makes us who we are.

Phillip Ball (2018) Does DNA really define destiny? Prospect October 15, 2018








Living with Difference Network






  • Renold, E. and Ringrose, J. (2008) Regulation and rupture : Mapping tween and teenage girls' resistance to the heterosexual matrix. Feminist Theory, 9, 313 – 338.
  • Deleuze and Guattari (1987) Introduction: Rhizome in Deleuze and Guattari A Thousand Plateaus: Capitalism and Schizophrenia, University of Minnesota Press: Minneapolis, London.
  • Braidotti, R. A Critical Cartography of Feminist Post-postmodernism. Australian Feminist Studies, Vol 20, No 47, 169-180.
  • Boyne, R. (1990) Chapter 5 Post Hierarchical Politics in Boyne, R. Foucault Derrida. The Other Side of Reason, 123-165.
  • Contu, A. (2008) Decaf Resistance On Misbehavior, Cynicism, and Desire in Liberal Workplaces. Management Communication Quarterly, 21(3), 364-379.
  • Edward Docz. (2011) Postmodernism is dead. Prospect, Issue 185.
  • Kirby, Alan (2006) The Death of Postmodernism And Beyond. Philosophy Now.
  • Young, M.F.D. (2011) Curriculum theory and the problem of knowledge: a personal journey and an unfinished project OR Why educators must differentiate knowledge from experience. Pacific Asian Educational Consortium Journal, No 1.


  • Sennett, Richard. Respect: The Formation of Character in a World of Inequality.
  • Bowring, F. (2011) Comparing Bauman and Arendt: Three Important Differences. Sociology, 45(1), 54-69.
  • Blunden, Andy. (2009) An Interdisciplinary Concept of Activity. Outlines, 1, 1-26.
  • Arendt, Hannh. The Crisis in Education.
  • Biesta, G.J.J. A New Logic of Emancipation: the methodology of Jacques Rancière. Educational Theory, 39-59.
  • Osberg, D.C. (2010) Knowledge is not made for understanding. It is made for cutting. Complicity: An International Journal of Complexity and Education, 7(2), iii-viii.
  • Scott, S. (2010) Revisiting the Total Institution: Performative Regulation in the Reinventive Institution. Sociology, 44(2), 213-231.


  • Coulthard, G.S. (2007) Subjects of Empire: Indigenous Peoples and the ‘Politics of Recognition’ in Canada. Contemporary Political Theory, 6, 437-460.
  • Cunliffe, L. Wittgenstein’s and Gombrich’s Parallel Therapeutic Projects for Modernity and Art Education
  • Benhabib , Seyla. (1999) Citizens, residents, and aliens in a changing world: Political membership in the Global Era. Social Research, 66, 3, 709-744.
  • Ernest, P. (2007) Globalization, Ideology and Research in Mathematics Education, in Vithal, R., Setati, M and Malcolm, C., Eds., (2007) Methodologies for Researching Mathematics, Science and Technological Education in Societies in Transition, Cape Town, South Africa: Heinemann.
  • Joas, Hans. Values Versus Norms: A Pragmatist Account of Moral Objectivity. The Hedgehog Review, Fall 01.